Last modified: 2021-09-11
Abstract
Current development in English Language Teaching (ELT) has heightened the urgent need for intercultural as being another competence in today’s language education. EFL teachers—as a ‘key broker’ in promoting interculture in the classroom are required to have intercultural competencies so that they are able to create an intercultural learning environment to help students raise their intercultural awareness and sensitivity. This study attempts to examine teachers’ international experiences toward the development of their intercultural competence using developmental model of intercultural sensitivity (DMIS) proposed by Bennett (2013) as the framework. By applying a biographical narrative approach, we analyzed five higher education teachers’ stories collected using a preparatory questionnaire, a narrative frame and interview. The result demonstrated the complexeties of teachers’ intercultural competence development. The result also highlights an important point that the international experiences bring some positive benefits for teachers’ intercultural sensitivity, it does not automatically develop teachers’ intercultural competence.
Affiliation: Universitas Negeri Malang, East Java, Indonesia
Email: fitriyah_ulil@yahoo.co.id
Keywords
References
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